Access to Knowledge

Libraries are not what they used to be. Today, libraries are active hubs that help students thrive and explore their passions. Libraries play a crucial role in supporting education across our district, providing resources for students of all levels and promoting lifelong learning.

STORY BY CHAKRIS KUSSALANANT

Not so long ago, libraries were considered quiet stuffy places in which you only came to conduct research for a paper or check out a book you needed for a class. Most people grew-up thinking of libraries as boring places. No one would ever think of a library as a place to hang out or meet someone, let alone have fun.

Libraries today are different—especially the libraries in Springfield Public Schools (SPS). Our libraries are not simply repositories for books, they are hubs with a wide array of activities that help students explore their interests, build better reading habits, and find a welcoming space to make connections with others. 

Perhaps the greatest change that has come to Springfield Public Schools libraries are the library managers themselves. In fall 2024, all library managers were converted to full-time employees, a change that reflects the District’s efforts to improve literacy rates across K-12.

The change in access did in fact translate to increase in activity. During the 2024-25 school year, more than 129,800 books were checked out, students researched 463,697 articles and conducted 42,096 world book searches. In addition, because all our libraries also allow computer checkouts, more than 8,000 students checked out an iPad or Chromebook in the last year.

“We know that students who read for pleasure experience higher academic success. By making library time fun and engaging, and promoting books that appeal to our students we have already seen an increase in circulation rates,” said Karen Babcock, library and media specialist teacher on special assignment. “Increased circulation rates mean more students are reading!”

According to Tim Ranger, library manager at Mt. Vernon Elementary, the successes have been incredible, but it is a lot of work. Ranger started working as a library manager by accident, he was meant to substitute someone for three months at Guy Lee Elementary in 2009 and ended up filling the position for the next two years. Almost two decades later the work he started at Guy Lee has helped him establish a solid structure and way of doing things at Mt. Vernon.

"I chose to focus as an educator on Elementary because I saw first hand how many students in Middle and High School were lacking in literacy skills. Literacy is a necessary foundation upon which a student may grow their understanding of the world around them. If you give students the right tools there's no end to the heights they can achieve." said Ranger. "Libraries touch all students and are a safe and wonderful place to explore your imagination."

For Ranger, the work that library managers produce is critical to the overall literacy of the district and the long term welfare of students, especially at the elementary level because all students have access to the space. However, aside from encouraging reading, Ranger's programming focuses on helping students gain self-esteem, confidence, and leadership skills by learning how to take care of books and the library itself. For the past 10 years, Ranger has been running a teacher assistant program called "Red Jackets," which teaches students at each grade level (1-5) how to organize the library and its books, and serve other students. The program foments love of books, respect for the library and teaches students how to be responsible for their own school.

Of course, each library manager approaches their space differently and does what they can to engage students. For example, Walterville Elementary Library Manager, Tiffany Haugen is extremely theatrical in the way she engages with students and is always bringing something into the library to spark curiosity—a fish tank, seashells, a collection of shoes. Sometimes she dresses as a book doctor, and other times as a slice of pizza.

Haugen has been a part of the district her whole life. Her grandmother and father were teachers at Walterville, where she attended. Her children also went to school at Walterville. And after travelling the world, she and her husband decided to settle back in Walterville. Haugen has been a Library Manager for five years now and loves every minute of it.

“Some of my early training was all about grabbing attention. It makes it all fun,” says Haugen. “You don’t have to be a reader to love books! If the kids will listen, just read to them. I think every student should feel bonded to a book or series, whatever makes them excited. My favorite book is the one I haven’t read yet!”

Several library managers have been invested in restructuring and making their spaces welcoming and engaging. In 2024, Hamlin Library Manager Tracy Poe, secured a Gagon Family Grant to build the Carson Reading Room, a cozy space for middle school students to read, relax, and connect with other avid literature lovers.

Poe designed the space with input from students. The room features a photo mural of Oregon's own Crater Lake National Park. Students can enjoy their favorite book and recline on Adirondack chairs and comfy bean bags. In addition, windows have been covered with textured translucent film that lets in light, but offers readers privacy.

“The library is the hub of our school and it can sometimes get noisy. The reading room is a nice sound-proof room—especially for students that need a quiet space,” says Poe. “The reading room also acts as an incentive, a reward, and a stress-free space for students.”

Thanks to several Springfield Education Foundation (SEF) Grants, elementary schools have developed activity stations tied to art, literacy, and STEAM learning. At the secondary level, many library managers are working to develop maker spaces, special reading nooks, and activity centers to draw students into libraries.

One recipient of an SEF Grant is Thurston Middle School Library Manager, Valerie Graybill who plans to use the funds to buy outdoor furniture so students can sit and read a book at the courtyard right next to the library.

“It is just another thing I am trying to do to make the experience more comfortable and welcoming for all students,” says Graybill. "As a library manager, my greatest goal is for the students to have sense of belonging, to have a safe place, and of course, find a love for reading."

Graybill has gone the extra mile to make the library a place to hang out. Students who visit the Thurston Middle School Library can enjoy comfy chairs, different activity stations, play chess, build LEGO machines, and even trade book report points for snacks. The space is so fun and welcoming, that it was recently showcased for librarians from across the state during the 2025 Oregon Association of School Libraries Annual Conference in Eugene. 

Another important achievement has been leveraging technology to increase the district’s overall access to knowledge. Last year, SPS earned a grant from the Eugene Assistance League to implement district-wide access to the Sora, an app and online repository of K-12 digital books any student can access.

The district also received a grant to help promote Native American Authentic Authors Books in our schools.

When students connect to Sora, they can access digital interactive books, readalongs and audiobooks in English and Spanish, as well as books for, by and about indigenous people.

“The book stays the same, but you do not.” I think that captures the power of reading perfectly. Books have so much to offer, and the experience of reading them can change every time, depending on where you are in life, what you are going through, or what you bring to the story as a reader.
-Danielle Schneider, on the value of treasuring a book

And while access to technology and activities may attract students into the space, in the end, all of our Library Managers want students to pick a book—even if they say they don’t like them. Springfield High School Library Manager, Danielle Schneider was herself in absolute denial of even becoming a library manager (even though her own mom told her it would be a good fit), but as luck would have it, she fell in love with the idea of working in a library years ago while serving as a library TA in high school. Irony? Among her favorite activities every year around February is to setup a book display titled Blind Date with A Book, in which students at SHS can pick-up a mystery paper-wrapped book (and see if the surprise title may become a lifelong love). Schneider strongly feels there is no such thing as a bad reader.

“I believe many students who say they do not like to read simply have not found the right book yet,” says Schneider. “It is all about finding the one that connects with them. To truly engage students in reading, we need to meet them where they are, both in terms of reading ability and personal interest. Not every student will enjoy the same book, which is why offering choice and variety is so important.”

A more subtle, but equally impressive change across all libraries has been the implementation of genrefication, especially at the secondary level. Instead of relying on the traditional Dewey Decimal System, books are organized by genres, making libraries feel more like a bookstore and allowing students to visually browse areas of interest.

“Unfortunately, as much as we have advanced in strengthening all our libraries and continue to support literacy at all levels, updating our collections remains our greatest need,” says Babcock. “It remains an ongoing process.”

At the elementary level, most books date back to 2002 (more than 20 years old) and each student on average checks out 28 items per year. Most middle and high school books in libraries were acquired in 2004 and students check out an average of 17 and 5 items per year, respectively.

Despite collection setbacks, efforts are underway to advance literacy at all levels. Babcock is working with high school librarians to promote Book Groups, conversation circles to discuss and recommend books once a month. At the middle school and ninth grade level, all ELA students are being encouraged to visit the library once a month. All elementary lesson plans and activities are being updated and refined for the next school year.

“The main takeaway for all our students is that libraries (whether public or at school) are places where they can go and find what they need—whether that is finding a book, accessing technology, pursuing an interest, or assistance with information,” says Babcock. “Every library can provide a space for every child.”